Innovation 1

Official publication of the National Educator Program

Innovation

SUMMER 2008

The award-winning staff of the Morton Freshman Center in Cicero, Illinois.

NEP Names Eight “Schools of Promise” Nationally Schools recognized for their progress on the 5 Keys for Successful Academies The task was reasonable enough: Identify sites making exemplary progress in transitioning their schools from traditional high school settings to small learning communities (SLCs) or career academies. Why? So other schools would have success stories to examine, resources to utilize, and know where their time and money would be well-spent for site visits. With so many great schools nation-wide, the NEP began using it’s 5 Keys for Successful Career Academies as a gauge. Created in 1999 by the National Educator Program, the 5 Keys are simple and straight-forward.

SLC Success Conference

HOUSTON May 13-16, 2009

“Schools of Promise” are schools that have achieved proficiency in at least two of the 5 Keys. Eight schools in six states were identified in the first round of awards. Not only have the schools received recognition for their hard work and collaboration, but their communities have learned their schools are on the cutting edge of a fundamental shift in secondary education. So far three articles have been published in the Salem Statesmen-Journal and the Ogden Standard-Examiner. The highest honor a school can earn from the National Educator Program is the designation of “NEP Beacon School.” To acquire this title a school must show mastery of all of the 5 Keys. It is a very demanding measure and as of this date, no school has earned that designation.

One of these schools might be the first as they continue to progress, or it could be another school not yet measured will apply for the honor. Will your school be the first? Visit www.neponline.org to learn how.

inside this issue: Where to find Schools of Promise NEP Lab School Update Powerful Advisory Class Next issue preview

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Join the NEP, the Spring Independent School District, and the Philadelphia Academies in celebrating 40 Years of Career Academies in Houston! Join the designers and founders of the very first career academy for a look back at that crucial turning point in education. Join today’s innovators and practitioners in a celebration of today’s outstanding practices. Join the NEP in a look at the future of career academies and, on a broader scale, small learning communities. See what these changes mean to you and your students! Mark your calendars for May 13-16, 2009. For details visit www.neponline.org

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INNOVATION

SUMMER 2008

2008 Schools of Promise

McKay High School

Ben Lomond High School Dekaney High School Phil Eaton, Principal Spring, Texas Spring Independent School District Dr. Ralph H. Draper, Superintendent 832-764-7260

Peggy Dooling-Baker, Principal Ogden, Utah Ogden Public Schools Dr. Noel Zabriskie, Superintendent 801-737-7976

Cynthia Richardson, Principal Salem, Oregon Salem-Kiezer Public Schools Dr. Sandy Husk, Superintendent 503-399-3080

Samuel J. Tilden High School

Ogden High School Wunsche High School Debi Koch, Principal Spring, Texas Spring Independent School District Dr. Ralph H. Draper, Superintendent 832-764-7650

Sandra Jolovich-Motes, Principal Ogden, Utah Ogden Public Schools Dr. Noel Zabriskie, Superintendent 801-737-8700

Cultural Academy of Arts & Sciences Diane Varano, Principal Brooklyn, New York New York City Public Schools Joel I. Klein, Chancellor 888-NEP-1997

PHOTO CREDITS - Jean Miyahira of Honolulu, HI Award Ceremony photos taken at the 6th annual SLC Success Conference in Las Vegas, NV

Morton Freshman Center (Pictured on font page) Joseph Gunty, Principal Cicero, Illinois HSD 201 708-863-2200

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Foley High School (Not pictured) Kenneth Dinges, Principal Foley, Alabama Baldwin County Public Schools Dr. Faron Hollinger, Superintendent 251-943-2221

April 11, 2008 (Schools displayed alphabetically) Would you like your school to be a School of Promise or a Beacon School? Call (888) NEP-1997 and request and information & application packet. Let YOUR light shine!

INNOVATION

NEP Lab School Update

The Tilden (R)Evolution From “Impact School” slated for closure to “School of Promise” - the Tilden evolution becomes a full-fledged revolution. June 2008 - Tilden graduating class grows by more than 43% In 2007 Tilden awarded diplomas to 209 graduates. Twelve months later, 300 graduates are credentialed. Success with Over Age-Under Accredited Faced with over 700 Over/Under students two years ago, the New Opportunities program has dramatically reduced this number. Once perceived as a night school for eventual dropouts, New Opportunities now has a waiting list of students applying to get in, becoming a de facto academy. UFT Professional Development Center A center on campus for teacher development and peer collaboration right on campus. run by the teachers union. Innovation is the only agenda item here. Transition to Career Academies The Cultural Academy for Arts & Sciences opens in Fall 2008. Watch for Project Apollo - a powerful curriculum integration unit design to incorporate content standards into a personal and intense learning experience. Leadership & Planning Retreat NEP and the UFT will work with staff with transition & instructional planning and peer coaching skills over the summer. Student Empowerment & Ownership NEP will work with student body in verbal skills and peer coaching to help empower them to take ownership of the school culture.

For More Information on the NEP Lab School Call toll free (888) NEP - 1997 and choose option 3. Or go online to www.neponline.org

SUMMER 2008

Powerful Advisory Class: From Football to Poetry By Coach Peter Waterman NEP Lab School Brooklyn, NY In the fall of 2007, I took over an advisory class at S.J. Tilden High School. The Advisory class was a new concept which allowed the teacher to get to know a group of students, assisting them in personal and scholastic development. I decided to reach out to my students in a different manner than might have been expected. The class did not have a strict curriculum; we as teachers were given the freedom to create our own process for our individual advisories. I saw the class as an opportunity to get to know the students on a deeper level, to begin the conversation about the future as most of them had not thought seriously about life after high school. I decided to have the group delve into important issues such as goal setting, teenage concerns, current events and health related issues using performance art as the medium. I took this opportunity to use poetry, prose, singing and even freestyle rap (“off the dome” as the kids like to say), as the genre to reach the young men and women. Initially, most were shy and hesitant, there was resistance, along with some disciplinary and punctuality issues which I needed to address. I quickly realized the young men were reticent and seemingly uninterested; the young ladies were more open to writing and performing about issues on their minds. Their poems were longer and well thought out; the guys seem to write shorter, more superficial poems. Eventually, we began to trust each other; many of the students had preconceived notions about me and about each other, which we had to overcome. Another obstacle the students had to overcome involved learning how to allow others to speak, finish their thoughts, and to accept their opinions, then giving an opinion (point – counterpoint). Students were allowed to write about any topic on their minds (while keeping the language appropriate). Students could not read two poems consecutively, but they could read as many poems as time allowed within the first thirty minutes of the one hour period. During the second half of the period we had our discussion about a topic that came up in the poems, or any student could suggest a topic, the group usually made the final decision. Sometimes the discussion was so heated it carried over to the next day. Everyone was encouraged to give their opinions; if someone was speaking, you did not interrupt, as listening was a skill we needed to work on. The young men became very involved during the discussion period giving strong opinions. Initially, most discussions fell along gender lines, but as the term progressed, that changed as students felt more confident in their opinions. Occasionally, we had a “talk show” type segment with a student host, volunteers were the guest and the rest of the class became the audience for a question and answer period. Within a month, we had discussed more than twenty topics ranging from relationships to suicide, from rap music to the Michael Vick case. Students started to bring friends to the class if a teacher was absent or if they needed to make-up a class they had missed. The prerequisite was that everyone got involved in the discussion. As the term progressed, the young men become more open. I recorded the number of poems each student read; the class became very competitive about who had done the most poems. The poems that the class enjoyed the most were read. All poems had to be original; the class became very observant that poems were of high quality and authentic. The students cared a great deal about who read next. The young ladies seemed almost insulted if someone was allowed to read before them despite the rules. I believe this advisory class stimulated each student’s creativity, built their self confidence and gave them an avenue to express strong emotions in a positive way (putting it on paper). To my surprise, they delved into very sensitive issues and their true personalities came to the surface. Continued on p. 4

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INNOVATION

SUMMER 2008 Staff Mark A. Thompson Director

National Educator Program, LLC 3700 Quebec Street Bldg 100, Suite 286

Jill Klinofski Secretary

Denver, CO 80207

Connie Majka Philadelphia Academies, Inc

NEP Lab School (888) NEP - 1997

Samuel J. Tilden High School Cultural Academy of Arts & Sciences

Board of Directors Dr. Dalane Bouillion, Asst. Superintendent Spring ISD

www.neponline.org

Diane Varano, Principal NEP Lab School

5800 Tilden Avenue Brooklyn, NY 11203

Powerful Advisory Class,

continued from p. 2

The class used poetry as a stress reliever which possibly helped them handle daily dilemmas. They appreciated that their words were being acknowledged – no right, no wrong. They expressed themselves freely; no judgments were made and there was always lots of laughter in the class.

Month), in March (Women’s History Month), in April (Environmental Issues), and our final slam on May 16. The poems this term became more insightful and humorous. The performances became clearer as they learned to command the audience and emphasize the key points in their production.

Early on, one young man asked the question, “Yo, why do we have to write poems?” I asked him why he thought it was necessary. After a momentary pause, he responded, “I guess it’s good to listen to everyone else’s opinion and let them have their say” He had come a long way; He was one of our disciplinary problems who had interrupted others daily, argued and was late or absent at the beginning of the term. The students realized their voices were being heard; they were being listened to in this class. It became a safe haven for communicating their innermost feelings and desires. Towards the end of the fall term, my colleague, Mr. Sparacino, suggested we perform our poems for his class. It was successful; the students were confident. I mentioned it to Ms. Varano who suggested we have a poetry slam in the Blue Café for other classes. This new venue gave us new motivation which carried over into the spring term. The goal became getting ready for the slam at the end of the month. Our motto, as suggested by one of the students, became, “Fix Your Poem”. We performed in the Blue Café in February (Black History

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I am thankful to all for the opportunity to have the students showcase their talents. It made them feel special. They realize the class is a special moment in their lives, and I hope their efforts project a better feeling about our school to others and from others to the young people of S.J. Tilden High School. Ms. DeSiano added another aspect to the experience by taking photos, having some poems typed and creating a bulletin board for the class. We are very appreciative. For me, the most touching, satisfying and memorable moments occurred during the fall term when a young lady names Ms. Michel, who had quite a few absences and tardies started coming to class consistently and on time. She initially did a few poems. They were thoughtful and good. One day she asked if she could sing one of her original songs. I said if it was good she would receive credit for two poems. She was very good, soulful – she had a great voice. Afterwards she did a song each day. She sang at our first slam at the end of the fall term. She made up the classes she had missed and went on to graduate in January. I felt that if the process had reached this particular young lady, the class had been successful. *

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coming in the fall issue of Innovation: What IS an “NEP Lab School” and what happens there? Spotlight on curriculum integration for Science Academies: Project Apollo - Brooklyn, NY Biofuel - Foley, AL Upcoming national and regional events Information on NEPwork enrollment for cohort II: Our patent-pending SLC support network! Teacher articles on ideas for inspiring classrooms New Column: The Student Voice Students from NEPwork schools share their insights on continual school innovation Award nomination information. Recommend your colleagues and schools for national recognition!